Between-school inequalities in access to STEM curricula in a marketized
education system: The case of Australia
Abstract
We used descriptive statistics and a logistic regression to examine
between-school inequalities in science and math curricular offerings in
Year 12 (final year) in all schools in one Australian state (Victoria).
Dataset contains variables about school contexts: school enrolment size,
school socioeconomic composition, school sector, and school location.